在学校的口头虐待:从语言的角度分析教师口头虐待的特点
Yusri1, Mantasiah R1, Farida Aryani1
1Universitas Negeri Makassar, Indonesia.
Journal of interpersonal violence
|June 7, 2024
概括
教师经常使用口头虐待,包括大喊大叫和骂人,往往没有意识到这是虐待. 这项研究确定了四种形式的口头虐待及其特征,以改善教师的沟通策略.
科学领域:
- 教育心理学教育心理学
- 课堂管理 课堂管理
背景情况:
- 教师的口头虐待会对学生的福祉和学习产生负面影响.
- 教师对虐待的看法可能与学生的看法不同,这可能导致报告不足或误解.
研究的目的:
- 调查教师对学生口头虐待的形式和特征.
- 了解教师口头虐待的原型.
- 识别沟通策略,以减少课堂上语言虐待.
主要方法:
- 混合方法方法结合了定量 (韩国口头虐待问卷) 和定性 (采访,开放式问卷) 数据.
- 从印尼学校招募了204名小学生和30名教师.
- 分析了使用描述性统计数据的定量数据和使用内容分析的定性数据.
主要成果:
- 发现了四种主要的口头虐待形式:提高声音,称学生为愚蠢或子,骂人和骂人.
- 教师经常认为虐待是身体暴力,忽视了口头攻击.
- 语言虐待的四个主要特征是:标记认知能力,标记行为,羞辱身体和提高声音.
结论:
- 教师口头虐待以不同的形式和特征表现出来,教育工作者往往没有认识到这一点.
- 制定有针对性的沟通策略对于教师来说至关重要,以减轻口头虐待.
- 解决教师对虐待的狭定义对于有效干预至关重要.
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